Living Education eMagazine Presents Men In The Classroom from Forest Of The Rain Productions on Vimeo.
Monday, September 26, 2011
Saturday, September 24, 2011
Kimberly K. Parker Tells Us: YOU CAN DO IT
My commute to work this morning was as cool as a cucumber. Listening to the very insightful teachings of Joyce Meyers as I sipped green tea, I coasted with ease over the river and through the woods. There was no traffic as far as my four eyes could see and fellow drivers, at their most courteous best, allowed one another to segue with a smile. This, my friend, was mobile poetry in motion.
As I rounded a corner in a quiet residential neighborhood, I saw a plus size woman jogging with a look of “I can do it” on her face. She had earphones in her ears, weights on her legs and wrists, and a hand towel snuggly tucked in her waist belt. Her gait was slow, steady…which, by the way, wins the race. Victory was definitely in her future.
I became transfixed on that powerful sight. I tried to pull over, but the car behind me was trailing rather closely so my attempts were prevented. I anxiously felt my eyes widening and my smile broadening. My mouth was about to erupt as I struggled to capture what I felt would be appropriately encouraging words to scream out of my window. I could not contain myself any longer! I rolled down my window, gasped and swooned, and slowed down long enough to yell, “Go ‘head! You can do it!” The woman raised her fist in solidarity, smiled, and kept on moving.
Inspiration comes in the most unexpected form. That woman – who I may never see again – served as a reminder of my ability to be, to create, to live! Without speaking a word, she told me that I can do it…whatever “it” may be only if I pattern my actions around these five very simple yet profound thoughts:
Inspiration comes in the most unexpected form. That woman – who I may never see again – served as a reminder of my ability to be, to create, to live! Without speaking a word, she told me that I can do it…whatever “it” may be only if I pattern my actions around these five very simple yet profound thoughts:
1. Decide to take action. As I mentioned, the woman was plus sized. However, she made a decision to take exercise in an attempt to live a healthier life.
2. Determine that you must move forward. I can only imagine the defeating thoughts she internalized as well as heard from other. In spite of it all, she was determined to put one foot in front of the other.
3. Be driven. In case you did not know, you are already empowered. You have the wherewithal to accomplish your goals whether or not someone cheers you onward. Allow the powerful force of God on the inside to steer you in all of the right directions.
4. Just do it. Period.
5. Arrive at your destination. You have a goal in sight and it’s most attainable. As Michael Jackson said, “Keep on with the force…don’t stop! Don’t stop ‘til you get enough!” When you get to your expected end, do as that woman did: raise you fist in solidarity, smile, and keep it moving!
Kimberly K. Parker is the President and CEO of Writing Momma Publishing, LLC (www.writingmomma.com). This past summer, her company published three books for young authors age nine to nineteen! This fall, she will host “Write On!” an eight week writing program for youth and she is currently looking for a few young writers who want to participate. Visit www.writingmomma.com for more information. Kimberly is a ghostwriter, author and blogger living in Maryland with her husband and three children.
Kimberly K. Parker is the President and CEO of Writing Momma Publishing, LLC (www.writingmomma.com). This past summer, her company published three books for young authors age nine to nineteen! This fall, she will host “Write On!” an eight week writing program for youth and she is currently looking for a few young writers who want to participate. Visit www.writingmomma.com for more information. Kimberly is a ghostwriter, author and blogger living in Maryland with her husband and three children.
Funding Parental Engagement Services Is A Sound School District Policy
By:
Dr. Michael A. Robinson
It has been stated many times over that organizations fund what they believe is crucial to their mission. When a monetary importance is attached to a strategic objective or an organizational goal, one is made aware of its significance to the organization. This basic management concept easily applies to the educational arena. The funding associated with a school district’s departments or units of family and community engagement allows stakeholders to potentially evaluate the significance school districts associate with the importance of parent and community involvement.
If school districts desire a robust and effective parental engagement program, one where families, communities, and schools become authentic partners in forming a high performing school system those departments must be sufficiently funded. A sense of priority is communicated to internal and external stakeholders when parent and community outreach programs are satisfactorily provided resources. Seminal researchers in the area of parental engagement do not suggest parent and community support programs and services be funded at the levels of academic and or student services. Albeit, research has shown effective parental engagement and community involvement policies and programs have a direct impact on student achievement while reducing strain on student service personnel who perform home visits, parent conferences, and or counseling sessions with students.
School districts which have elected to eliminate part or their entire parental engagement department in the name of budget reductions have a very limited understanding of the indispensable role parent involvement plays in relation to the academic success of students and school systems. Abolishing family and community outreach services, specifically those aimed at increasing parental and community connections to their neighborhood schools and the school district overall will result in an eventual eroding of confidence from parents about the real mission of their public school system. Failure of school leadership to embrace the impact of parents supporting learning at home while working in concert with school based leadership can do damage to the educational community that possibly will take years to reverse.
A strong recommendation for school districts considering reducing or eliminating their family and community outreach departments would be not to do so, but to re-consider the benefits to actually adding more resources and what it would mean to overall school performance. Finally, for those school districts which have severely reduced or eliminated their parent and community outreach services restore them as soon as possible. Re-establish the relationship with your families and community by committing to ensure effective two-way unfettered communication. A sound and fully supported program of services in the area of parental engagement will help schools in achieving its schools in closing achievement gaps, increase in the number of students enrolled in advance classes, assist in preparing students to career and college ready.
Dr. Michael A. Robinson
It has been stated many times over that organizations fund what they believe is crucial to their mission. When a monetary importance is attached to a strategic objective or an organizational goal, one is made aware of its significance to the organization. This basic management concept easily applies to the educational arena. The funding associated with a school district’s departments or units of family and community engagement allows stakeholders to potentially evaluate the significance school districts associate with the importance of parent and community involvement.
If school districts desire a robust and effective parental engagement program, one where families, communities, and schools become authentic partners in forming a high performing school system those departments must be sufficiently funded. A sense of priority is communicated to internal and external stakeholders when parent and community outreach programs are satisfactorily provided resources. Seminal researchers in the area of parental engagement do not suggest parent and community support programs and services be funded at the levels of academic and or student services. Albeit, research has shown effective parental engagement and community involvement policies and programs have a direct impact on student achievement while reducing strain on student service personnel who perform home visits, parent conferences, and or counseling sessions with students.
School districts which have elected to eliminate part or their entire parental engagement department in the name of budget reductions have a very limited understanding of the indispensable role parent involvement plays in relation to the academic success of students and school systems. Abolishing family and community outreach services, specifically those aimed at increasing parental and community connections to their neighborhood schools and the school district overall will result in an eventual eroding of confidence from parents about the real mission of their public school system. Failure of school leadership to embrace the impact of parents supporting learning at home while working in concert with school based leadership can do damage to the educational community that possibly will take years to reverse.
A strong recommendation for school districts considering reducing or eliminating their family and community outreach departments would be not to do so, but to re-consider the benefits to actually adding more resources and what it would mean to overall school performance. Finally, for those school districts which have severely reduced or eliminated their parent and community outreach services restore them as soon as possible. Re-establish the relationship with your families and community by committing to ensure effective two-way unfettered communication. A sound and fully supported program of services in the area of parental engagement will help schools in achieving its schools in closing achievement gaps, increase in the number of students enrolled in advance classes, assist in preparing students to career and college ready.
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